Relevant bibliographies by topics / Educational status

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Educational status'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 June 2025

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Journal articles on the topic "Educational status"

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Evans, Mark. "Educational status." Nursing Standard 3, no. 50 (1989): 46. http://dx.doi.org/10.7748/ns.3.50.46.s47.

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Narayani, B. H. "Educational Status of Pregnant Women and Pregnancy Outcome." Indian Journal of Obstetrics and Gynecology 6, no. 6 (2018): 614–17. http://dx.doi.org/10.21088/ijog.2321.1636.6618.7.

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Tabrizi, Sirous. "Does Globalization Improve Women’s Educational Status?" International Journal of Technology and Inclusive Education 8, no. 2 (2019): 1430–36. http://dx.doi.org/10.20533/ijtie.2047.0533.2019.0174.

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De Castro, Antonio Adolfo Mattos, Lucilia Rocha Lopes, Cristina Zukowisk Tavarez, Ana Maria Jora F. Ferracioli Pôrto, Davisson Clemente Rezende, and Leandro Teodoro Da Silva. "Influence of educational status on lifestyle." Life Style 10, no. 00 (2023): e1583. http://dx.doi.org/10.19141/2237-3756.lifestyle.v10.n00.pe1583.

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Introdução: O estilo de vida (EV) tem sido objeto de estudo em todo mudo para avaliar o estudo de saúde e presença de doenças crônicas. Objetivo: avaliar o estilo de vida em indivíduos com diferentes status sócio-educacional. Métodos: este é um estudo transversal no qual foi avaliada a influência do estatus educacional sobre o estilo de vida, os dados foram coletados através do questionário de NAHAS fatores relacionados ao estilo de vida. As características sociodemográficas, socioeconômico e cultural para enquadramento no status educacional foram coletadas por meio do INET. Foram sorteados endereços nas ruas e avenidas do distrito de Capão Redondo e para todos os CEP havia um numero de participantes. Resultado: Indivíduos com menor grau de instrução têm pior EV. EV melhora entre os indivíduos mais idosos. Os aspectos mais acometidos no EV foram inatividade física e alimentação inadequado, O risco esteve aumentado para os indivíduos analfabetos afirmarem que sua saúde é pior do que indivíduos de sua mesma idade em relação àqueles com ensino superior. O grau de escolaridade da mãe influenciou diretamente para a escolaridade do filho. Foi encontrado correlação positiva entre o número de anos estudados e salários. Conclusão: indivíduos com maior nível educacional tem melhor estilo de vida do que indivíduos com menor status educacional. Os indivíduos com pior estilo de vida têm a percepção de que sua saúde é pior do que indivíduos de sua mesma idade.
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Ismail, Eman. "Educational status of the Egyptian Adolescents." المجلة المصرية للسکان وتنظيم الأسرة 37, no. 2 (2004): 19–39. http://dx.doi.org/10.21608/mskas.2004.357887.

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Dzhunusov, A. M., and B. T. Begasilov. "Educational migration of youth: status, prospects." Bulletin of "Turan" University, no. 2 (July 3, 2024): 468–81. http://dx.doi.org/10.46914/1562-2959-2024-1-2-468-481.

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This article examines the issue of educational migration of youth in Kazakhstan in conditions of fierce competition. As a result of the research, it was revealed that educational migration in Kazakhstan is becoming a trend of the present time, which has its pros and cons, in particular: obtaining a diploma from a well-known foreign university is prestigious, helps in the growth of personal success, but also has a great threat - this is very It is difficult to name the exact number of people who returned from abroad after training. These figures were not found by us, which requires studying the state and prospects of educational migration. In the process of the study it was found that among Kazakh students the migration destinations to the Czech Republic, Russia, Turkey and China are in the greatest demand and availability. At the same time, it is worth noting that such countries as Japan, the USA, South Korea, the UK and Singapore also attract attention, but access to these states is limited. The article touches upon the topic of public policy in the field of educational migration and considers the impact of public policy in the education system through SWOT analysis. Factors that confirm that the Republic of Kazakhstan is a student-supplying country to other EAEU countries and at the same time receives students from Uzbekistan, India and Russia are described. The scientific research was based on the use of information base, including open sources of specialised databases of normative and legal acts, as well as official web resources of the Scopus Preview database, which showed and existing problems concerning the adaptation of students, the most relevant of them: the impossibility of legal employment, the high cost of housing and poor living conditions. To reduce the burden on the state, focus on creating opportunities for youth self-realization and utilizing their potential for regional development.
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SASAKI, Yosei. "Effects of Ascribed Status on Educational Attainment." Japanese Sociological Review 51, no. 2 (2000): 219–34. http://dx.doi.org/10.4057/jsr.51.219.

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Ishida, Hiroshi. "Educational Credentials and Socio-economic Status Attainment." Japanese Sociological Review 40, no. 3 (1989): 252–66. http://dx.doi.org/10.4057/jsr.40.252.

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TANAKA, Hideaki (Tim). "Acupuncture Status in Canada : Summary of Educational." Zen Nihon Shinkyu Gakkai zasshi (Journal of the Japan Society of Acupuncture and Moxibustion) 51, no. 5 (2001): 623–27. http://dx.doi.org/10.3777/jjsam.51.623.

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Lopus, Sara, and Margaret Frye. "Intramarital Status Differences Across Africa's Educational Expansion." Journal of Marriage and Family 82, no. 2 (2019): 733–50. http://dx.doi.org/10.1111/jomf.12632.

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Dissertations / Theses on the topic "Educational status"

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Cain, Irina. "Educational Predictors for Postsecondary Living Status." VCU Scholars Compass, 2017. http://scholarscompass.vcu.edu/etd/4723.

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This study was performed as the result of gaps in the literature in the area of transition to independent living (IL) using secondary data from the National Longitudinal Transition Study 2 (NLTS-2). Its findings identify individual, skills, family, and school factors that predict postsecondary living status and moderators of the relationships between predictors and the outcome. Specifically, results indicated the following factors as predicting postsecondary living status: individual factors (ethnicity and disability label), skills (self-care, functional mental, personal autonomy, self-realization, and social), family factors (parental expectations and parental involvement in school), and school factors (student’s role in transition planning and having IL as the primary IEP goal). The following factors also emerged as moderators: ethnicity, disability label, mental skills, social skills, personal autonomy, and having IL as the primary goal. Performing analyses on secondary data, although providing the advantage of large numbers of participants, also result in limitations that were considered when making recommendations. Future research should investigate the accuracy of findings regarding skills predictors, and probe for better understanding of decision making during transition planning and participants’ experiences. Policy should include transition planning specifically for IL and postsecondary follow-up for this outcome, while practice should focus on incorporating planning for IL during transition planning, addressing cultural diversity in transition, and helping parents develop high and realistic expectations for their children.
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Rhodes, Benedict. "Intergenerational persistence of educational status in South Africa." Master's thesis, Faculty of Commerce, 2019. http://hdl.handle.net/11427/30864.

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This paper has used the NIDS dataset to measure the intergenerational mobility of education, over a ten-year period in South Africa. The research considers both father-son and motherdaughter pairs over the last ten years and yields interesting results, displaying a clear increase in educational mobility in terms of the estimated regression and correlation coefficients for both father-son and mother-daughter pairs. However, decomposing this result into educational cohorts, the distribution of the increase in educational mobility is not experienced uniformly, with a more mobile education system predominantly falling on the children of parents with a high school level of education. Children whose parents had no education and those whose parents were educated at a tertiary level experienced increases in the persistence of educational status. These results have serious policy implications as the average level of education has increased, yet these increases have not been experienced equally and are dependent on family background.
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Scott, Michelle Angela. "Mother's occupational status and their children's educational attainment /." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488192119263494.

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Cunningham, Angela. "The Peer Status of Gifted Children Across Educational Settings." TopSCHOLAR®, 1995. http://digitalcommons.wku.edu/theses/904.

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Although previous studies have examined the peer status of gifted students in upper elementary grades, very little is known about the social status and peer acceptance of gifted children in the lower elementary grades (k-3). In the present study, the researcher compared the peer status of teacher nominated gifted kindergarten children to that of their non-gifted classmates on measures of peer acceptance and social status. Also compared was the peer status of gifted children in the lower elementary grades (1-3) within the regular classroom and an enrichment classroom on measures of peer acceptance and social status. Results indicate that gifted kindergartners were more accepted and more popular than non-gifted classmates. Also, male kindergarten students tended to be less accepted and more rejected than females. There were no significant findings for the ungraded primary classrooms, although there were patterns in the data which suggested that younger gifted children may be more rejected than older gifted children. Future studies should explore this question with a larger sample.
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Meese, Ann Robisch. "Multicultural curricula in Missouri public schools : influences, correlates, status, and effects /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9737896.

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Riley, Libby J. "Perceived Best Practices Used in Low-Socioeconomic Status, High-Attendance High Schools." Thesis, Frostburg State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10638721.

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<p> The purpose of this study was to identify best practices perceived and used by principals in low-SES high schools to achieve high annual attendance rates. </p><p> The study was an applied qualitative design, which used interviews for data collection and an emergent approach to data analysis. It involved a combination of criterion and extreme sampling to identify and interview eight principals from low-SES high schools (grades 9&ndash;12) in West Virginia with an annual attendance rate over 90%. Coding and data analysis processes involved in vitro and structural protocols. </p><p> The following best practices emerged from the research in order of most to least used: offering incentives and student recognition; establishing a positive school culture with high expectations for students to come to school; holding meetings with parents, students and an administrator; having personalized communication between students and an adult within the school; telephoning families of absent students; consistently following established district and state policies for attendance; and picking up absent students at their homes. </p><p> All the approaches revealed could be characterized as aspects of one overall best practice: developing a positive culture within the school. The ensuing specific best practices were actions and policies consistently applied and enforced. </p><p> Improved attendance results in improved performance and college- and career-readiness. Approaches similar to those revealed in this study of high-attendance, low-SES West Virginia high schools may help to improve attendance and achievement in other high schools, not just in West Virginia, but throughout the United States. </p><p>
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Follert, Fabiane, Aline Bergert, Helge Fischer, Anne Lauber-Rönsberg, and Sebastian Horlacher. "Open Educational Resources (OER) in Sachsen: Status Quo – Potentiale – Herausforderungen." TUDpress, 2017. https://tud.qucosa.de/id/qucosa%3A30899.

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Im Kontext der Digitalisierung vollzieht sich an Hochschulen aktuell ein umfassender Transformationsprozess. Gerade im Bereich der Lehre scheinen die Möglichkeiten digitaler Technologien unbegrenzt. Lernmaterialien, bspw. Texte, Bilder, Videos, Online-Kurse sind ubiquitär verfügbar. Doch wie können diese Materialien sinnvoll und legal integriert, genutzt und verbreitet werden? Sog. Open Educational Resources (OER) bieten Möglichkeiten, den aktuellen Herausforderungen – rechtlicher, didaktischer sowie organisatorischer Natur – adäquat zu begegnen und die Potentiale digitaler Bildung nachhaltig zu erschließen: ... [... aus dem Text]
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Schlosser, Elizabeth Auretta Cox. "Race, Socioeconomic Status, and Implicit Bias| Implications for Closing the Achievement Gap." Thesis, The University of Southern Mississippi, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10690797.

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<p> This study accessed the relationship between race, socioeconomic status, age and the race implicit bias held by middle and high school science teachers in Mobile and Baldwin County Public School Systems. Seventy-nine participants were administered the race Implicit Association Test (race IAT), created by Greenwald, A. G., Nosek, B. A., &amp; Banaji, M. R., (2003) and a demographic survey. Quantitative analysis using analysis of variances, ANOVA and t-tests were used in this study. An ANOVA was performed comparing the race IAT scores of African American science teachers and their Caucasian counterparts. A statically significant difference was found (<i>F</i> = .4.56, <i>p</i> = .01). An ANOVA was also performed using the race IAT scores comparing the age of the participants; the analysis yielded no statistical difference based on age. A t-test was performed comparing the race IAT scores of African American teachers who taught at either Title I or non-Title I schools; no statistical difference was found between groups (<i>t</i> = -17.985, <i> p</i> &lt; .001). A t-test was also performed comparing the race IAT scores of Caucasian teachers who taught at either Title I or non-Title I schools; a statistically significant difference was found between groups (<i> t</i> = 2.44, <i>p</i> > .001). This research examines the implications of the achievement gap among African American and Caucasian students in science.</p><p>
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Pfingst, Catherine J. "Girls' career aspirations : the impact of parents' economic and educational status on educational and career pathways." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/81785/4/Catherine_Pfingst_Thesis.pdf.

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This research investigates relationships between parental socio economic status and daughters' career aspirations; linking family background and the career choices made by teenage girls. Drawing on Bourdieu's theory of cultural capital, and figures produced by the Bradley Report's investigation, two Queensland State High Schools are the investigative platform to address the research questions. A quantitative data analysis investigated if a correlation between the indicators existed. The significance of the findings will contribute to future decision making regarding educational practices and socio economic backgrounds and to support the Bradley Report target of 20% of low SES students accessing higher education. The outcomes found that female students' aspirations are influenced by parental background in a variety of significant ways. An understanding of these assists schools in understanding how to influence girls' future aspirations.
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Marroquin, Vanessa. "Latino mixed citizenship status families and access to higher education." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3708288.

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<p>While research on undocumented students and access to higher education is of growing concern, it is equally important to examine mixed citizenship status families. Mixed citizenship status families are families that consist of both documented and undocumented members. Passel and Cohn explain that the number of U.S.-born children in mixed citizenship status families has shown significant growth in recent years, from 2.7 million children in 2004 to 4 million in 2008. </p><p> This study utilizes Bronfenbrenner' s Ecological Systems Theory as a lens to examine the different experiences that members in these families experience through their schooling and in accessing higher education. </p><p> This qualitative comparative case study examined the experiences of three Southern Californian families, consisting of one undocumented student in higher education, undocumented parents, and at least one documented student currently attending high school. This study examined, compared, and contrasted the experiences of 14 different participants and their schooling experiences. </p><p> Major findings in this study revealed that being in a mixed citizenship status family affects different relationship factors and experiences that ultimately impact the documented and undocumented individuals psychologically and academically. Such experiences have the potential of impacting their schooling experience and access to higher education. In this study, changes in policy have had ripple effects that are experienced by youth in very personal ways that have impacted their development and access to higher education. The study revealed that, whether documented or undocumented, all members experienced psychological effects that have affected their access to higher education. </p><p> Findings in this study discovered the impact of changes in policy, how mixed citizenship status families affect the educational trajectories for all members of the family, parental involvement in school, the psychological stressors that affect documented siblings, as well as undocumented, and the ways in which documented siblings may defer their own college experiences in order to keep a pace with their siblings among other findings. </p><p> This study concludes with recommendations for policy and practitioners in the educational field, including suggestions for a more comprehensive immigration policy to include citizenship access for undocumented students and their parents, improvements in the enforcement of labor laws, and professional development for teaching educators about the mixed citizenship status family, promoting home to school relationships, and supplying these families with resources to navigate and widen the pipeline into higher education. </p>
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Books on the topic "Educational status"

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Collaboration, Massachusetts Bureau of School District Reorganization and. Status of educational collaboratives. Bureau of Operational Support, 1986.

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Mirowsky, John. Education, social status, and heath. Transaction Publisher, 2012.

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Mirowsky, John. Education, social status, and health. A. de Gruyter, 2003.

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Abraham, Knife. The status of education in Region 1. Ethiopian International Institute for Peace and Development, 1997.

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Baradei, Mona El. The educational status of women in Egypt. Social Research Center, American University in Cairo, 1996.

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L, Jones Robyn, ed. Physical education teachers' lives and careers: PE, sport, and educational status. Falmer Press, 1998.

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Board, College Entrance Examination, ed. Equality and excellence: The educational status of Black Americans. College Entrance Examination Board, 1985.

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B, Stedman James, Riddle Wayne, and Library of Congress. Congressional Research Service, eds. National assessment of educational progress: Background and status. Congressional Research Service, Library of Congress, 1991.

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Mondal, S. R. Educational status of Muslims: Problems, prospects and priorities. Inter-India Publications, 1997.

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B, Stedman James, Riddle Wayne, and Library of Congress. Congressional Research Service., eds. National assessment of educational progress: Background and status. Congressional Research Service, Library of Congress, 1991.

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Book chapters on the topic "Educational status"

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Power, Edward J. "Educational Philosophy's Contemporary Status." In Educational Philosophy. Routledge, 2021. http://dx.doi.org/10.4324/9781003249238-7.

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Weideman, Albert. "The Scientific Status of Applied Linguistics." In Educational Linguistics. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-41731-8_4.

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Bell, Richard H. "Educational Technology: Status and Prospects." In ASA Special Publications. American Society of Agronomy, Crop Science Society of America, and Soil Science Society of America, 2015. http://dx.doi.org/10.2134/asaspecpub12.c16.

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Lotz, Mianna. "Liberalism and the Status of Family Making." In Procreation, Parenthood, and Educational Rights. Routledge, 2017. http://dx.doi.org/10.4324/9781315465531-7.

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Ramulu, M. "Educational Status of Women and Girl Child." In Education as Development. Routledge India, 2023. http://dx.doi.org/10.4324/9780429285561-5.

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Riveros, Augusto, and Paul Newton. "Ontological Issues in Educational Administration: The Ontological Status of Educational Organizations." In Encyclopedia of Educational Philosophy and Theory. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-532-7_284-1.

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Riveros, Augusto, and Paul Newton. "Ontological Issues in Educational Administration: The Ontological Status of Educational Organizations." In Encyclopedia of Educational Philosophy and Theory. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-588-4_284.

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Castle, Karen. "Power and Status Theories in Teachers' Professional Development." In Applying Theory to Educational Research. John Wiley & Sons, Ltd, 2011. http://dx.doi.org/10.1002/9781119950844.ch3.

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Han, Jiwei, Qiong Wu, Xinxin Ji, and Lijuan Wu. "A Study of the Status of Teacher’s Professional Knowledge." In New Frontiers of Educational Research. Springer Berlin Heidelberg, 2017. http://dx.doi.org/10.1007/978-3-662-55781-5_19.

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Rogers, Stephen, Rebecca Shreckengast, and Eric Dorfman. "Origins and Contemporary Status of Habitat Dioramas in the United States." In Natural History Dioramas – Traditional Exhibits for Current Educational Themes. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-00175-9_2.

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Conference papers on the topic "Educational status"

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Dalledonne, Sara, Maria Vittoria Prest, Michelle Hermes, and Lina Pohl. "Space education in Europe: status and prospects." In Symposium on Space Educational Activities (SSAE). Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788419184405.023.

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The space education landscape in Europe continues to evolve as the demand for a skilled workforce with interdisciplinary and multidisciplinary backgrounds, grows. This study aims to map the higher education landscape in Europe and understand trends and patterns among the higher education programmes within the European space sector. Indeed, the space sector is changing constantly as new technologies, challenges, and actors emerge, and the educational background must meet this demand for highly specialised and competent professionals. This analysis stems from the consolidation of a database of all higher educational space study programmes across all ESA and EU Member States within Europe, as well as a comprehensive view from students and young professionals entering the space sector. Further analysis groups the study programmes across Europe into so-called “macro-areas”, which support an in-depth analysis of the fields of study available for students in Europe, as well as their distribution across the continent. Overall, the study demonstrates key trends at the national level, both in terms of study programmes available and government strategies and initiatives influencing the space education landscape per country. European-wide trends are also identified. The study contributes to a better understanding of the space sector overall and allows for the identification of key trends among European higher education in space-related study fields. Additional key messages can be gleaned from an increased understanding of how the space sector is perceived by students and young professionals, complementing the analysis conducted of the space education landscape at the university level
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Zhan, Jinlan, Cuihua Li, Defeng Cheng, Kun Wang, and Tian Han. "New educational concept student status management system." In 2008 IEEE International Symposium on IT in Medicine and Education (ITME). IEEE, 2008. http://dx.doi.org/10.1109/itme.2008.4743833.

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"CURRENT STATUS OF OPEN EDUCATIONAL RESOURCES IN JAPAN." In Second International Conference on Innovative Developments in ICT. SciTePress - Science and and Technology Publications, 2011. http://dx.doi.org/10.5220/0004471300270033.

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Dong, Qingshuang, Yujia Wang, and Yinuo Wu. "Research Status and Prospect of Intelligent Educational Robot." In ICIEAI 2023: 2023 International Conference on Information Education and Artificial Intelligence. ACM, 2023. http://dx.doi.org/10.1145/3660043.3660179.

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"The Status Quo of the Second College English Classroom in Independent Colleges." In 2020 Conference on Educational Science and Educational Skills. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000632.

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"An Analysis of the Status Quo of Bilingual Preschool Education in Rural China." In 2020 Conference on Educational Science and Educational Skills. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000633.

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D'Anna, Cristiana, Pasqualina Forte, and Filippo Gomez Paloma. "Physical education status in European school’s curriculum, extension of educational offer and planning." In Journal of Human Sport and Exercise - 2019 - Spring Conferences of Sports Science. Universidad de Alicante, 2019. http://dx.doi.org/10.14198/jhse.2019.14.proc4.43.

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Liu, Rong. "Status Analysis and Improvement Measures of Educational Management Informatization in Higher Education Institutions." In 2020 5th International Conference on Modern Management and Education Technology (MMET 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201023.146.

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Huayao, Xu. "Development Status Quo and Trend of Modern Educational Psychology." In 2014 2nd International Conference on Advances in Social Science, Humanities, and Management. Atlantis Press, 2014. http://dx.doi.org/10.2991/asshm-14.2014.108.

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Figueiredo, Frederico C., Dena E. Eber, and Joaquim A. Jorge. "Computer graphics educational materials source policies and status report." In ACM SIGGRAPH 2004 Educators program. ACM Press, 2004. http://dx.doi.org/10.1145/1186107.1186119.

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Reports on the topic "Educational status"

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Desk, Front. Open Educational Resources in the Commonwealth 2021. Commonwealth of Learning (COL), 2022. http://dx.doi.org/10.56059/11599/4009.

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The present report is the outcome of a study on the status of OER in the Commonwealth conducted in late 2021. Considering the importance of OER in the context of the challenges posed by Covid-19, the findings shall be useful for Member States and educational institutions to mainstream OER. The overall objective is to help countries across the Commonwealth understand the status of OER and develop strategies and action plans for the implementation of the 2019 UNESCO Recommendation on OER.
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Bernardi, Fabrizio, and Risto Conte Keivabu. Poor air at school and educational inequalities by family socioeconomic status. Max Planck Institute for Demographic Research, 2023. http://dx.doi.org/10.4054/mpidr-wp-2023-014.

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Jaramillo-Echeverri, Juliana, and Andrés Álvarez. The persistence of segregation in education: Evidence from historical elites and ethnic surnames in Colombia. Banco de la República, 2023. http://dx.doi.org/10.32468/chee.58.

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Inequality in access to high-quality education can hinder the ability of education to promote intergenerational mobility. Looking at the case of Colombia, one of the most unequal and least mobile countries in Latin America, we evaluate whether contemporary differences in access to high-quality education have deep roots in the past. We use several past and contemporary sources to define social status attributes for several historical groups. Assuming that sufficiently rare surnames are part of the same extended family, we trace dynasties of indigenous, encomenderos (Spaniard colonial officers), 19th century slave-owners, and members of different educational, social, and business elites of the 17th, late 19th and the beginning of the 20th centuries. Using microdata from administrative sources, we provide evidence of social segregation in education and test if the historical status of each social group is associated with access to disadvantageous or privileged educational institutions. The results show that the original social status of the historical groups is highly associated with their contemporary performance in educational outcomes. We explore assortative mating as a mechanism for perpetuating segregation in education. We find evidence of homogamy within the historical elites and ethnic surnames. We conclude that the educational system in Colombia reproduces patterns of social exclusion rooted in the past.
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Roberts, Brittanie. The Impact of Documentation Status on the Educational Attainment Experiences of Undocumented Hispanic/Latino Students. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.2081.

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Moreno, Martín, Jesús Duarte, María Soledad Bos, and Alejandro Morduchowicz. Educational Equity in Chile: Trends 1999-2011. Inter-American Development Bank, 2013. http://dx.doi.org/10.18235/0010545.

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For over thirty years, Chile has been implementing reforms and policies aimed at improving educational efficiency, quality and equity. The latter has been of particular interest over the last decade. The quality and quantity of data available in Chile allows us to explore the evolution of learning gaps among students according to their socioeconomic background over increasingly longer periods of time. The findings of this study indicate positive changes in the distribution of learning achievement according to student socioeconomic level or, in other words, educational equity. However, the magnitude of these changes varies according to grade level and subject. Changes have been more notable in the fourth grade and in language than in the eighth grade and in math, and they have been minimal in the tenth grade. Furthermore, as a methodological contribution to studies on educational equity, we make use of a variety of tools in order to explore their consistency. Therefore, this document presents, in their respective sections: a) the results of national achievement tests from the past years and an analysis of trends in socioeconomic and academic segregation in schools; b) changes in the relationship of socioeconomic status to academic achievement between and within schools; and c) the evolution in learning gaps between students from different socioeconomic backgrounds.
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Posso, Christian, Estefanía Saravia, and Pablo Uribe. Acing the Test: Educational Effects of the SaberEs Test Preparation Program in Colombia. Banco de la República, 2023. http://dx.doi.org/10.32468/be.1237.

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Education in Colombia and Latin America is characterized by significant gaps in the quality of education as measured by standardized test scores. This paper assesses the impact of a Colombian program called SaberEs, which strengthens preparation for standardized cognitive tests such as the high school exit exam in Colombia (Saber 11 ) for low socioeconomic status students. The program provides competency-based training sessions to develop skills for analyzing and solving specific types of questions within school hours. Our difference-in-differences estimates show that SaberEs increased Saber 11 scores by 2.22 ranks (or 0.074 standard deviations), which implies that the socioeconomic achievement gap was reduced by 23% regarding the control schools. Also, students affected by the program experienced a significant increase in access to tertiary education and merit-based scholarships in Colombia.
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Hlushak, Oksana M., Svetlana O. Semenyaka, Volodymyr V. Proshkin, Stanislav V. Sapozhnykov, and Oksana S. Lytvyn. The usage of digital technologies in the university training of future bachelors (having been based on the data of mathematical subjects). [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3860.

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This article demonstrates that mathematics in the system of higher education has outgrown the status of the general education subject and should become an integral part of the professional training of future bachelors, including economists, on the basis of intersubject connection with special subjects. Such aspects as the importance of improving the scientific and methodological support of mathematical training of students by means of digital technologies are revealed. It is specified that in order to implement the task of qualified training of students learning econometrics and economic and mathematical modeling, it is necessary to use digital technologies in two directions: for the organization of electronic educational space and in the process of solving applied problems at the junction of the branches of economics and mathematics. The advantages of using e-learning courses in the educational process are presented (such as providing individualization of the educational process in accordance with the needs, characteristics and capabilities of students; improving the quality and efficiency of the educational process; ensuring systematic monitoring of the educational quality). The unified structures of “Econometrics”, “Economic and mathematical modeling” based on the Moodle platform are the following ones. The article presents the results of the pedagogical experiment on the attitude of students to the use of e-learning course (ELC) in the educational process of Borys Grinchenko Kyiv University and Alfred Nobel University (Dnipro city). We found that the following metrics need improvement: availability of time-appropriate mathematical materials; individual approach in training; students’ self-expression and the development of their creativity in the e-learning process. The following opportunities are brought to light the possibilities of digital technologies for the construction and research of econometric models (based on the problem of dependence of the level of the Ukrainian population employment). Various stages of building and testing of the econometric model are characterized: identification of variables, specification of the model, parameterization and verification of the statistical significance of the obtained results.
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Pelli, Martino, and Jeanne Tschopp. Storms, Early Education and Human Capital. CIRANO, 2023. http://dx.doi.org/10.54932/houf2464.

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This paper explores how school-age exposure to storms impacts the education and primary activity status of young adults in India. Using a cross-sectional cohort study based on wind exposure histories, we find evidence of a significant deskilling of areas vulnerable to climate change-related risks. Specifically, our results show a 2.4 percentage point increase in the probability of accruing educational delays, a 2 percentage point decline in post-secondary education achievement, and a 1.6 percentage point reduction in obtaining regular salaried jobs. Additionally, our study provides evidence that degraded school infrastructure and declining household income contribute to these findings.
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Morkun, Volodymyr S., Сергій Олексійович Семеріков, and Svitlana M. Hryshchenko. Use of the system Moodle in the formation of ecological competence of future engineers with the use of geoinformation technologies. Видавництво “CSITA”, 2016. http://dx.doi.org/10.31812/0564/718.

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At present the information and communication technologies in education can be a catalyst in solving important social problems connected with increasing the educational resources and services availability and quality, real and equal opportunities in getting education for citizens despite their residence, social status and income. One of the most important education tasks is to develop students’ active cognitive attitude to knowledge. Cognitive activity in universities is a necessary stage in preparing for further professional life. The solution of task of formation of ecological competence of mining profile engineer requires the reasonable selection of the means of information and communication technologies conducing formation of ecological competence. Pressing task is constructive and research approach to preparation of future engineers to performance of professional duties in order to make them capable to develop engineering projects independently and exercise control competently. The relevance of the material covered in the article, due to the need to ensure the effectiveness of the educational process in the preparation of the future Mining Engineers. We analyze the source with problems of formation of ecological competence. The article focuses mainly general-purpose computer system support learning Moodle, which allows you to organize individual and collective work of students to master the specialized course teaching material used in teaching special course "Environmental Geoinformatics" in the implementation of educational research.
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Tamburini, Andrea, Arkadiusz Wiśniowski, and Dilek Yildiz. BAYESIAN MULTI-DIMENSIONAL MORTALITY RECONSTRUCTION. Verlag der Österreichischen Akademie der Wissenschaften, 2024. http://dx.doi.org/10.1553/0x003eb05e.

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Even though mortality differentials by socio-economic status and educational attainment level have been widely examined, this research is often limited to developed countries and recent years. This is primarily due to the absence of consistently good-quality inherent data. Systematic studies with a broad geographical and temporal spectrum that engage with the link between educational attainment and mortality are lacking. In this paper, we propose a mortality rates reconstruction model based on multiple patchy data sources, and provide mortality rates by level of education. The proposed model is a hierarchical Bayesian model that combines the strengths of multiple sources in order to disaggregate mortality rates by time periods, age groups, sex and educational attainment. We apply the model in a case study that includes 13 countries across South-East Europe, Western Asia and North Africa, and calculate education-specific mortality rates for five-year age groups starting at age 15 for the 1980-2015 time period. Furthermore, we evaluate the model’s performance relying on standard convergence indicators and trace plots, and validate our estimates via posterior predictive checks. This study contributes to the literature by proposing a novel methodology to enhance the research on the relationship between education and adult mortality. It addresses the lack of educationspecific mortality differentials by providing a flexible method for their estimation.
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